In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
While I was visiting my CT she did something for every prep, but not every single class period. It was a good way to facilitate listening and participation. She would say in the beginning of the class that each time the students RAISE THEIR HAND she made this clear that raising your hand was needed, and answer a question that she would give the student a poker chip. It did not matter whether the student right or not, just as long as they raised their hand and did not call out. The value behind the chip was that after every class that she did this she would count the amount of chips each student obtained and she would then tally them up and if you got 10 chips over the course of a semester she would allow you to use that 10 chips in place of a quiz grade. It was a good way to keep the students engaged in the class, and it also did a really good job in minimizing disruptions during the day.
While that worked for the classes were there was more teacher student interaction. I noticed the last time I was there during a test, and the students were good while they were taking the test, but towards the end of the period when a lot of them have finished the talking started. My CT and I did try and quiet the students down by going up to them and telling them other students were still taking the test, but that only was a temporary fix. She told them to take out work for other classes, but that did not work either. In that situation I am not sure what I would do. I was thinking of having a small article about science in general for them to read, so I would at least give them something to do, because if I was taking that exam and people started to talk I would lose focus. I noticed that my CT had a hard time keeping her students under control in that situation. I think it was partly because she did not make it a huge point to tell her students to stop talking. I even found her talking to a student while others were testing. So I think my lead by example motto would work well here. If I am not talking it gives the students a better chance of not talking, but if I am talking then there is pretty much no hope that the student will be quiet. Nice observation. It is easy for a teacher to set an inconsistent example.
Talking during exams is simple to eliminate if you are serious about it. Separate desks before students arrive. Assign new seats for exams. Make a big deal of "test-mode" expectations well before the exam. Assign for HW that Ss to bring in a book in case they finish that you check at beginning of test. Let Ss know that they will be penalized as cheaters if they talk during exam. Make the exam seem to be high-stakes. Do not collect any papers before the test period is over.
When visiting my CT I did not see a lot of outside disruptions outside of just there being to much noise in the hallway in which case she would just simply shut the door. Although I did see one time a student come in from outside asking for a book during a class period, and he asked if he could barrow a book and my CT did not seem happy, but she pointed him towards the back where he took the book and left quietly.
As far as troubling students there are none that I see to be completely out of control, but there are two groups of boys in each chemistry class that are a little bit talkative. She seems to just give them reminders to be quiet or to stop talking. Sometimes all she has to do is give them a look and them stop talking right away. I think that is about the same approach I will take, if they get to the point where they do not respect my authority then I will just move some of their seats. I dont want to have to do that, because sometimes it can make life harder on a teacher. This sounds reasonable. It is better to guide Ss with gentle nudges than either leading them step-by-step or confronting (and possibly embarrassing) them. As you have said before, treat them with the respect that you expect from them. Noise isn't hurting anything as long as it is not making it difficult for you to communicate with the class or for Ss to concentrate.
I will go back to my example motto if I give the impression of listening to you while you speak, and I clean my lab up and fallow the rules, then I hope my students will do the same. I am a firm believer in treat others the way you would like to be treated. If that happens then the classroom will run smoothly. I might incorporate the poker chips strategy because I think that is a wonderful way in getting students to engage, and if they are engaged there is less time for horse play. Would receiving a poker chip for participating in a discussion make you feel like an intellectual? a scientist? or a child? Extrinsic incentives are often like candy - tasty in the short term but not healthy if relied upon long term.
While I was visiting my CT she did something for every prep, but not every single class period. It was a good way to facilitate listening and participation. She would say in the beginning of the class that each time the students RAISE THEIR HAND she made this clear that raising your hand was needed, and answer a question that she would give the student a poker chip. It did not matter whether the student right or not, just as long as they raised their hand and did not call out. The value behind the chip was that after every class that she did this she would count the amount of chips each student obtained and she would then tally them up and if you got 10 chips over the course of a semester she would allow you to use that 10 chips in place of a quiz grade. It was a good way to keep the students engaged in the class, and it also did a really good job in minimizing disruptions during the day.
While that worked for the classes were there was more teacher student interaction. I noticed the last time I was there during a test, and the students were good while they were taking the test, but towards the end of the period when a lot of them have finished the talking started. My CT and I did try and quiet the students down by going up to them and telling them other students were still taking the test, but that only was a temporary fix. She told them to take out work for other classes, but that did not work either. In that situation I am not sure what I would do. I was thinking of having a small article about science in general for them to read, so I would at least give them something to do, because if I was taking that exam and people started to talk I would lose focus. I noticed that my CT had a hard time keeping her students under control in that situation. I think it was partly because she did not make it a huge point to tell her students to stop talking. I even found her talking to a student while others were testing. So I think my lead by example motto would work well here. If I am not talking it gives the students a better chance of not talking, but if I am talking then there is pretty much no hope that the student will be quiet. Nice observation. It is easy for a teacher to set an inconsistent example.
Talking during exams is simple to eliminate if you are serious about it. Separate desks before students arrive. Assign new seats for exams. Make a big deal of "test-mode" expectations well before the exam. Assign for HW that Ss to bring in a book in case they finish that you check at beginning of test. Let Ss know that they will be penalized as cheaters if they talk during exam. Make the exam seem to be high-stakes. Do not collect any papers before the test period is over.
When visiting my CT I did not see a lot of outside disruptions outside of just there being to much noise in the hallway in which case she would just simply shut the door. Although I did see one time a student come in from outside asking for a book during a class period, and he asked if he could barrow a book and my CT did not seem happy, but she pointed him towards the back where he took the book and left quietly.
As far as troubling students there are none that I see to be completely out of control, but there are two groups of boys in each chemistry class that are a little bit talkative. She seems to just give them reminders to be quiet or to stop talking. Sometimes all she has to do is give them a look and them stop talking right away. I think that is about the same approach I will take, if they get to the point where they do not respect my authority then I will just move some of their seats. I dont want to have to do that, because sometimes it can make life harder on a teacher. This sounds reasonable. It is better to guide Ss with gentle nudges than either leading them step-by-step or confronting (and possibly embarrassing) them. As you have said before, treat them with the respect that you expect from them. Noise isn't hurting anything as long as it is not making it difficult for you to communicate with the class or for Ss to concentrate.
I will go back to my example motto if I give the impression of listening to you while you speak, and I clean my lab up and fallow the rules, then I hope my students will do the same. I am a firm believer in treat others the way you would like to be treated. If that happens then the classroom will run smoothly. I might incorporate the poker chips strategy because I think that is a wonderful way in getting students to engage, and if they are engaged there is less time for horse play. Would receiving a poker chip for participating in a discussion make you feel like an intellectual? a scientist? or a child? Extrinsic incentives are often like candy - tasty in the short term but not healthy if relied upon long term.